Akademik Veri Yönetim Sistemi
PEACE AND CONFLICT-JOURNAL OF PEACE PSYCHOLOGY, 2025 (ESCI, Scopus)
Rooted in empathy, mutual respect, and nonviolence, peace education aims to equip students with the skills required to constructively resolve conflicts and contribute to a more harmonious environment. This study examines the effectiveness of the adapted version of the United Nations Educational, Scientific and Cultural Organization's Learning to Live Together peace education program in enhancing conflict resolution skills among fourth-grade students in a refugee-receiving school in T & uuml;rkiye. Employing a 2 x 3 quasi-experimental design, the research involved an experimental group (n = 22) and a control group (n = 21). Data were collected through the Conflict Resolution Skills Scale administered at pretest, posttest, and follow-up; structured teacher observation forms at pre- and posttests; a program evaluation form; and postintervention semistructured interviews with students, teachers, the school counselor, and local and refugee parents, using an explanatory mixed methods approach. Quantitative findings showed statistically significant improvements in conflict resolution skills among the experimental group, with large effect sizes sustained in the 6-week follow-up. Qualitative results complemented these findings, revealing observable improvements in student behavior. Teachers reported enhanced peer collaboration, increased verbal communication skills, and a notable decline in conflicts among students. Interviews with students and parents echoed these outcomes, emphasizing the program's positive influence on interpersonal relationships and classroom dynamics. Together, the quantitative and qualitative findings offer converging evidence of the program's effectiveness, highlighting its potential for broader implementation in culturally diverse, displacement-affected educational settings.